Error Analysis Of Korean Students’ Chinese Translation Equivalents

According to our observation,in the process of Chinese word acquisition,Korean native speakers have many errors from the same translation,and they a re more stubborn,but the research on the errors and acquisition of the Chinese translation has not attracted enough attention from the academic circles.This article first examines the amount and distribution of unfamiliar words interpreted with same-translated words in textbooks of Chinese as a second lan guage compiled for Korean students,based on which a corpus of Korean stude nts’ errors in Chinese same-translated words is collected and collated through t he global corpus of Chinese interlanguage,focusing on the thorough and precis e description and analysis of the typical high-frequency errors in Chinese same-translated words and their causes,so as to propose specific suggestions for the compilation of the Chinese language textbook and the Korean-targeted vocabul ary instruction.This article mainly consists of the following four parts:The first chapter is engaged with the explanation of the origin,significanc e,and objects of the study.Literature review,research methodology,and source of corpora are also illustrated in this chapter.The second chapter is committed to the summary and calculation of the di stribution and amount of same-translated words in textbooks of Chinese as a s econd language.The calculation is conducted separately on preliminary Chinese language textbooks and intermediary Chinese language textbooks by screening out their respective amount of same-translated words.98 groups of same-transla ted words are screened out,32 of which from preliminary textbooks,and 66 i ntermediary textbooks,based on which the subsequent study is carried out.The third chapter depicts the types of errors in Chinese same-translated w ords and classifies them into the following three categories:errors of translatio n equivalents with allotropy synonym,errors of monosyllabic and disyllabic sy nonyms,and errors of two-syllable reversible words.The 25 groups of Chinese same-translated words are identified and explained through the comparison of Chinese and Korean words,and a conclusion is reached that the main causes o f Korean students’ errors are interference from their native language,semantic generalization,and incorrect textbooks translation.The fourth chapter mainly provides references and proposes improvement s uggestions for the compilation of textbooks of Chinese as a second language a nd instruction of Chinese as a foreign language.Some pilot approaches have b een adopted by many English versions of textbooks of Chinese as a second la nguage,and teachers have also made instructional adaptations correspondingly.Further improvements could be made in the compilation of textbooks of Chines e as a second language in Korea by learning from their advanced compilation and instruction methods.